Learning to Love Presentations
Christine Phillimore, Training Consultant, Enlighten
Christine Phillimore, Training
Consultant, Enlighten
Following a successful career as faculty
head in the field of education, Christine
Phillimore became a freelance trainer.
Focused and well read, she has worked
in Uganda, Israel, and South Africa as
well as England and Europe.
Christine has delivered training courses
in communication skills and business
writing skills. Her clients include GSK,
PIMCO, Addaction, the Civil Service,
NHS, various universities, and the
armed forces.
Phillimore_EI_164206.indd 1
Abstract: Speaking in public is one of the aspects of busi-
ness life people fear the most. This article covers basic
features of making an effective presentation such as how
to take the first steps in preparation, both mental and
physical. It looks at structuring a presentation, how to
handle a question and answer session, including dealing
with difficult questioners. Coping with nerves, correct
breathing, vocal vitality, and developing confidence are
included.
Keywords: preparation, nerves, voice, confidence
In surveys, 76 percent of business people say standing up
in public to make a presentation is the most daunting thing
required of them in their working life. Yet, making presen-
tations is almost inevitable because, in many aspects of
business life, the ability to present a clear, logical idea face-
to-face is considered essential. It raises a persons profile
and visibility. Making an effective presentation can hardly
hurt anyones promotion prospects.
Therefore, the ability to present well is a vital skill and
should be learned as early as possible. People have the
mistaken idea that some people are naturals or pos-
sess the ability to make an audience laugh. Virtually all
these naturals have spent time learning how to speak
with confidence and deliver their ideas well. Indeed, the
more polished the presenter, the more likely it is that
they have invested a considerable amount of time learn-
ing their craft so that it appears they can just stand up
and speak naturally, with style and spontaneity.
The most vital part of presenting is Preparation. Here
are three clear steps:
1. Gathering Information
Before going anywhere near a computer, think all round
the subject, and note everything that comes into your
head about your subject. Use the biggest piece of paper
you can and avoid making lists: Spider diagrams or mind
maps are better. Different colors can also help establish
themes. Human brains seldom work logically; a pattern
form supports rather than fights the way the brain op-
erates. It is always a good idea to go and do something
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 Learning to Love Presentations
totally different after this planning, be-
fore going any further. It allows the brain
time to consider what has been done so far.
When you come back, things seem clearer.
2.Editing Your Material
Think about the following questions:
Who is in my audience? What is their level
of expertise? Experience? Job role?
What is my purpose/outcome? Is it to
persuade, inform, or influence?
What will make attending your presenta-
tion valuable use of their time?
What energizes me to deliver this topic?
These questions will help you clarify
your aim so you can reject anything that is
irrelevant from your initial notes. If you are
not excited about your talk, it is unlikely
that your audience will be. Think about
what interests you and how you can con-
vey that to other people. Consider what you
want people to take away from your talk.
Now decide on your headings and sub-
headings, and put them into logical order.
Your structure is beginning to take shape.
Remember, you will not have time to say
all you know about the subject; use only
what is relevant to your audience and to
achieving your purpose in the time at your
disposal. This may involve ruthless editing.
3. Preparing Notes
Notes must be easy to read and be easy to
handle. Use large print. It is good practice
to use file cards or postcards. Write your
themes in large letters (bullet points) and
under each, only four or five key words to
remind you of how to develop the point.
Use one card for the Introduction, one
for each Theme, and one for the Conclu-
sion. Using a different colored card for
each section will also help to remind you
to take a short pause between each topic,
allowing your audience to reflect on what
they have heard.
Be sure the whole sequence is logical.
Collate the cards in the right order and
then number them. Should you then drop
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them, it is easier to put them back in the
correct order. Using a treasury tag can also
be useful to maintain the cards in the ap-
propriate sequence.
Structure
A well-constructed talk always falls into
three sections, and time is allocated in
roughly the proportions suggested:
1. Beginning/Introduction 10%
2. Middle/Main Themes 80%
3. Ending/Summing Up 10%
Pay as much attention to preparing
the Beginning and Ending as to the Main
Themes.
1.Beginning/Introduction
Begin with an impact, if you can, with some
particularly interesting aspect of your sub-
ject and your credentials. Your audience
needs assurance of your experience in re-
lation to the subject.
Let your audience know as early as pos-
sible what you are going to talk to them
about. Give clear signposts to the themes
you intend to cover. You should also man-
age their expectations about interacting
with you. Feel free to jump in when you
have a question or, Ill be taking your ques-
tions at the end and so do jot them down
as we go.
If the topic is complicated, you may wish
to deal with questions after each section.
This is a way of ensuring that the audience
understands it in detail, that is, Health and
Safety regulations. This is a judgment call
that the presenter should make. Finally,
you should indicate how long you will take,
and whether there will be handouts.
2. Middle/Main Themes
Follow the structure that you introduced,
using signposts to let the audience know
when you have finished with one theme
and are moving on to another. Presenting
is a leadership activity and so, if you want
people to follow you, the sequence of ideas
must be logical.
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 Learning to Love Presentations
3. Ending/Summing Up
The ending can take the form of a summary
but not a repetition of the whole thing, or
it can simply be a neat rounding off. If its
appropriate, you can include recommenda-
tions or your conclusions. Remind the audi-
ence briefly of the areas you have covered.
Take questions, if that is what you said you
would do. Finally, draw the proceedings to
a close to make it clear to the audience that
you have reached the end. Thank them for
their participation. Dont just peter out.
Question and Answer Sessions
It is important to skillfully manage the
question and answer session, but first, it
helps to have some questions to answer.
Encourage questions by making sure that
your audience knows that you want to be
asked questions. Tell them at the beginning
of your presentation and explain when you
will be happy to take them. One of the
disadvantages of encouraging questions
during your presentation is that you may
just be about to cover that particular topic
later in your talk.
Change your behavior and tone of voice
when it is question time. Signal that it is
their turn by sitting down, or coming closer
to them, moving away from your present-
ing position. Allow time for the audience
to realize that it is their turn; it can take
10 seconds or more to switch from passive
listener to active questioner, to say nothing
of what it takes for someone to take the risk
and break the silence.
Ask the audience some questions relat-
ing to your talk and they will soon pro-
vide you with appropriate questions. As
the session gets going, widen the scope of
the questions, as long as there is enough
time.
It is essential to maintain communica-
tion and stay in control of the session. If
necessary, repeat the question so that ev-
eryone in the audience hears it. It also
gives you a breathing space to collect your
thoughts and check your understanding.
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Answer the question for the whole audi-
ence, not solely for the questioner, and re-
fer back to the questioner as you come to a
finish. Be as concise as possible.
Monitor the time available. State clearly
how much time you have as you begin to
take questions. Give as many people as
possible the opportunity to ask a ques-
tion. Dont let anyone monopolize the
airtime, not even you. Nip private con-
versations in the bud by asking for the
question or issue to be directed to you. If
necessary, explain to the questioner you
will be available to discuss the matter in
more detail after the presentation. It is
courteous and suggests you are taking the
point seriously.
Stay calm and polite no matter what.
Dont respond to hostility with hostility or
defensiveness.
When dealing with a complex question,
take the time to jot down the key points.
Rephrase to check you have understood
this can also give you time to collect your
thoughts.
What do you do if you dont know the an-
swer to a question? Admit that you do not
know; dont try to waffle. Possibly consider
asking the audience if anyone can answer
the question; do not put anyone on the spot
by asking them directly. The answer may
be sensitive information, or the individual
may not have been paying attention. There
is a risk involved because you dont know
what they will say. A far safer tactic is to
say you dont know the answer but will find
out and let the questioner have the answer
later. Make a commitment to doing so by a
specific time. Do not forget to do so or you
put your credibility seriously at risk for the
future.
Beware the double-edged question!
Sometimes this is used to discredit the
speaker, e.g., I know last months figures
were poor, so what do you think this
months will be? This is a statement of ap-
parent fact, followed by a question. First
deal with the statement and only then
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